This paper has been designed to help you explore social sciences and sustainability education as an innovative and active experience that supports your developing curriculum and professional learning for your work in schools.

The paper's pedagogy includes a range of experiences that invites critical reflection of the purpose of social sciences and sustainability education and ways The New Zealand Curriculum (Ministry of Education, 2007) and Te Marautanga o Aotearoa (Ministry of Education, 2008) organise and shape these in the Primary schooling curriculum. You will identify and develop conceptual and pedagogical understandings in relation to socio-cultural approaches to contexts including Te Tiriti o Waitangi, Aotearoa New Zealand histories, sustainability and local issues. You will learn how to apply skills processes such as inquiring, values exploration, perspectives thinking, decision-making and personal and social action. You will explore ways to support learners in their learning of these concepts and skills processes to think critically about what it means to be a citizen for a sustainable world.

The paper's sequence of contexts, activities and assignments is designed to build your interest and confidence about how and why social sciences and sustainability inquiry can be meaningfully activated in classrooms and community settings.

This 150 hour paper is taught through 28 February - 10 June through a range of modes including lectures; practical workshops; field trips; experiential learning; seminars; online administration and resource support, readings review and critique and guidance for assignment work. Refer to the Outline's Schedule for lectures, workshops, and other timetabling.

Professional requirements

On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that the graduand:

• is of good character;
• is fit to be a teacher; and
• has met the Standards for the teaching profession.
  
  A student who has not met these criteria based on evidence collected during their programme cannot graduate from their teacher education programme.
  
  Indicators that a person is of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers and university staff appropriately; and the ability to plan for a safe high quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Programme Leader or Academic Coordinator that individuals have displayed the attributes required of an effective teacher. These expectations are outlined in:

·Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession.
https://teachingcouncil.nz/content/our-code-our-standards

Three assignments have been developed for participants to:

• develop knowledge of the nature of, and concepts within social sciences and sustainability education;
• develop understandings of pedagogical strategies to help primary school learners to engage in critical and experiential inquiry;
• explore issues and contexts and demonstrate how these impact people's social decision-making and social action;
• demonstrate understanding of how teaching and learning in social sciences and sustainability can prepare learners to work towards a peaceful, just and healthy world.